1. Assistance Team Training * Math * Iredell Statesville Schools August 18, 2010 Presenters: Robert Locke and Steve Tedone, School Psychologists

2. Snakes and Heights and Math, OH MY! Math is right up there with snakes, public speaking and heights. Burns, M. (1996). Math: Facing an American Phobia. New York: Math Solutions Publications

3. Objectives  Presenting the rationale for the process.  Assessing the student’s current performance and areas of skill deficit.  The shaky foundations of math difficulties.  Choosing interventions that meet legal and educational standards.  Progress monitoring and steps in the process.  Interpreting the data and evaluating for next steps.

4. Heard this one before? DATA!!  “data that demonstrate that … the child was provided appropriate instruction…by qualified personnel … repeated assessment of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction…provided to the child’s parents.”

5. A Standard to Live By  “…measurable, observable and that it should assess the student’s status at the beginning, intermediately and at the end of the interventions.” But, measure what?

6. Identify the Skill Deficit for Progress Monitoring  Fast facts of a particular type.  Problem solving proficiency for specific problem types (i.e. two-step mixed operations, solving for area or volume, solving a single variable algebraic expression).  Word problems of a particular type.  Use probes or class work to analyze the specific errors being made.

7. Aids to Data Collection

10. Considerations  Consistency of measurement.  Measure comparison group, usually the class.  Use what you have when you have it.  Comparison to group within context of clientele.

11. Foundations of Math Failure  Memory  Language deficits  Passive learners  Attention/impulsivity  Organizational skills  Anxiety  Processing problems/filtering

12. Hey! It’s Not Just Me!  Rapid spiral of curriculum.  Insufficiently supported explanations and activities.  Insufficient practice and feedback.  Inflexible instructional practices.

13. Seemed like a good idea at the time!  Accommodations are not interventions.  Interventions are instructional.  Interventions follow from curriculum and classroom based assessments

14. Identifying Intervention Options  From DPI: “Research-based interventions are strategies, teaching methodologies and supports that have been shown through one or more valid research studies to help a student improve academic, behavioral/emotional or functional skills. The interventions…must be designed to address the skill deficiency of the particular individual student.”  The consensus in Iredell-Statesville Schools: An intervention must involve direct instruction. It CAN (and probably should) contain strategies as well, but there must be an instructional component. Excerpted from DPI website.”

15. No!  Modified seating.  Working with peer or in a group.  Extended time.  Praise, attention.  Renaming or relabeling.  More, not different.

16. Yes!  Change in instructional strategy using specific research based methods targeted to the needs of a particular student.  Clearly delineated format for an external interventionist.  Teaching a versatile strategy in the context of instruction as an individually developed intervention.

17. Research Based Components of Effective Math Instruction  Concrete-Representational-Abstract  Direct/explicit instruction with modeling  Instructional Variables  Computer Assisted Instruction/Teacher Led or Monitored  Strategy Instruction  http://www.k8accesscenter.org/ http://www.k8accesscenter.org/

18. Decision Making  Data trends drive the decision making.  Don’t place too much emphasis on meeting the class average.  Focus on the intervention and data, not on the how many weeks have passed.  Consider the client context.  Your school psychologist can help determine if data patterns suggest a referral for evaluation is appropriate.

19. Specific Strategy Instruction as an Individually Developed Intervention  Modeling – Visually/Verbally  Structured worksheets  Patterns of Instruction Advance Organizer Teacher modeling of strategy steps Guided practice Feedback – immediate with reteach Generalization: Frequent replays  What makes these interventions?

21. Specific Strategy Instruction as an Individually Developed Intervention  Modeling – Visually/Verbally  Structured worksheets  Patterns of Instruction Advance Organizer Teacher modeling of strategy steps Guided practice Feedback – immediate with reteach Generalization: Frequent replays  What makes these interventions?

24. How does this work with the new ISS A-Team forms?  Let’s take a look…

25. Some Areas of Mathematic Deficit  Computation  Math fact fluency (speed and/or accuracy)  Number sense/place value  Problem solving  Order of operations  Algebraic reasoning  Data analysis  Geometry  Measurement

26. Identifying a Specific Academic or Behavioral Area of Concern Mathematics – multiplication fact fluency

27. Determining Current Level of Functioning in Area of Concern Mathematics – multiplication fact fluency Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33%

28. How can we measure the student’s “current level of functioning”?  Weekly PDSA scores (class or individual)  Predictive Assessment score on target objective  Baseline Assessment score on target objective  Classroom assessments  Previous EOG performance

29. Discussion Relevant Information for A-Team Discussion  Sleeps in class  Attendance/tardiness problems  Comes to class without materials  Inconsistent homework  Inattentive  Misbehavior  Not engaged in subject or topic  Home/family issues  Observations/input from parents  Observations/input from other school personnel (previous teachers, special areas, counselor, etc.)  Birth date  Transient family

30. Identifying Progress Monitoring Options  What is Progress Monitoring? “Progress monitoring is a scientifically based practice that is used to assess students' academic performance and evaluate the effectiveness of instruction.” Involves repeated measures using a consistent assessment at regular intervals (usually weekly). As student progress is measured, instructional techniques are adjusted to meet the individual student’s learning needs.  For Assistance Team data collection, the use of the ISS Progress Monitoring chart is not required, but a visual representation (graph or chart) of your data IS required. Excerpt from the National Center on Student Progress Monitoring.

31. Identifying Progress Monitoring Options Mathematics – multiplication fact fluency Weekly multiplication fact timed test (100 facts – 5 min.) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33% A measurable, consistent example…

32. Identifying Progress Monitoring Options Weekly multiplication fact timed test (100 facts – 5 min.) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33% Mathematics – multiplication fact fluency

33. Example of Progress Monitoring Chart John Doe 4 th Grade Math – multiplication fact fluency 100 60 50 40 30 20 10 0 90 80 70 Facts Correct in 5 minutes 9 9 10 9 16 10 9 23 10 ● ● ● x x x Baseline Data (Class and Student)Progress Monitoring Data (Class and Student) Cycle 1 Progress Monitoring Data (Class and Student) Cycle 2

34. Identifying Intervention Options  From DPI: “Research-based interventions are strategies, teaching methodologies and supports that have been shown through one or more valid research studies to help a student improve academic, behavioral/emotional or functional skills. The interventions…must be designed to address the skill deficiency of the particular individual student.”  The consensus in Iredell-Statesville Schools: An intervention must involve direct instruction. It CAN (and probably should) contain strategies as well, but there must be an instructional component. Excerpted from DPI website.”

35. Identifying Intervention Options Cover-Copy-Compare practice daily with 10 facts Weekly multiplication fact timed test (100 facts – 5 min.) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33% Mathematics – multiplication fact fluency

36. What is that example intervention? Cover-Copy-Compare  Teacher prepares worksheets for the student to use (can be generated on Intervention Central)  Computation problems with answers appear on left side; same problems appear on right side, unsolved  Student looks at left “solved side”  Student covers left “solved side” with index card, and computes the answers on the right “unsolved side”  Student uncovers left side and checks own work “Cover-Copy-Compare”, on www.interventioncentral.org 4 4 X 5 20 3 3 X 2 6 6 6 X 4 24 4 4 X 3 12

37.  The first intervention is agreed upon.  A team member is assigned to implement intervention, monitor progress, and track data.  A-Team members date and sign form. At the End of the First Meeting… Review of Cycle 1 Interventions and Development of Cycle 2 Interventions Signatures Date:________ _________________________________Position__________________ ___________________________________________________Parent(s) Date of Next Meeting to Review Progress _________________________  A-Team members set a date for next meeting.

38. Example of Progress Monitoring Chart John Doe 4 th Grade Math – multiplication fact fluency 100 60 50 40 30 20 10 0 90 80 70 Facts Correct in 5 minutes 9 9 10 9 16 10 9 23 10 ● ● ● x x x 9 30 1010 7 10 10 14 10 ● ● ● x x x Baseline Data (Class and Student)Progress Monitoring Data (Class and Student) Cycle 1 Progress Monitoring Data (Class and Student) Cycle 2

39. Documenting Results of Interventions Cover-Copy-Compare practice daily with 10 facts Weekly multiplication fact timed test (100 facts – 5 min.) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33% Mathematics – multiplication fact fluency Minimal improvement: flat/plateaued trend line (19/100 at end of 3 wks)

40.  Team evaluates data and the impact of the intervention on student performance (based on Progress Monitoring chart).  In our example, the first intervention yielded no change in student performance.  Therefore, A-Team members would make the decision to discontinue the initial intervention (Cover-Copy-Compare).  The Cycle 2 Intervention would then be implemented. Student and class data is tracked for adequate data comparison.  A-Team members date and sign form. Discussion and Decision Making Review of Cycle 1 Interventions and Development of Cycle 2 Interventions Signatures Date:________ _________________________________Position__________________ ___________________________________________________Parent(s) Date of Next Meeting to Review Progress _________________________

41. Identifying Intervention Options 15 min. daily incremental rehearsal with adult (using flashcards) Weekly multiplication fact timed test (100 facts – 5 min.) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33% Mathematics – multiplication fact fluency Cover-Copy-Compare practice daily with 10 facts Minimal improvement: flat/plateaued trend line (19/100 at end of 3 wks)

42. What is that example intervention? Incremental Rehearsal  “Builds student fluency in basic math facts by pairing unknown computation items with a steadily increasing collection of known items.”  “…makes use of concentrated practice to promote fluency and guarantees that the student will experience a high rate of success” Excerpts from “Math Computation: Promote Mastery of Math Facts Through Incremental Rehearsal”, by Jim Wright. Found on www.interventioncentral.org

43. What is that example intervention? Incremental Rehearsal – Example:  Interventionist works through a set of fact flashcards with student, sorting into known (2 second recall) & unknown facts  Interventionist randomly selects 9 “known” facts to use as the “known facts deck” for this intervention  All unknown facts go into “unknown facts deck” for this intervention

44. What is that example intervention? Incremental Rehearsal – Example:  Interventionist takes single card from unknown facts deck, reads fact and answer, student repeats  Interventionist takes known fact and pairs it with the unknown fact, asks student to provide answers  If student errs or hesitates, interventionist provides answer, student repeats  Continue until all cards answered correctly within 2 seconds  Interventionist repeats sequence: adds another known fact after adding an unknown

45. Example of Progress Monitoring Chart John Doe 4 th Grade Math – multiplication fact fluency 100 60 50 40 30 20 10 0 90 80 70 Facts Correct in 5 minutes 9 9 10 9 16 10 9 23 10 ● ● ● x x x 9 30 1010 7 10 10 14 10 ● ● ● x x x 10 21 1010 28 10 11 4 10 ● ● ● x x x Baseline Data (Class and Student)Progress Monitoring Data (Class and Student) Cycle 1 Progress Monitoring Data (Class and Student) Cycle 2

46. Documenting Results of Interventions Increasing improvement (58/100 at end of 3 wks) Cover-Copy-Compare practice daily with 10 facts 15 min daily incremental rehearsal with adult (using flashcards) Weekly multiplication fact timed test (100 facts – 5 min.) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33% Mathematics – multiplication fact fluency Minimal improvement: flat/plateaued trend line (19/100 at end of 3 wks)

47.  Team evaluates data and the impact of the intervention on student performance (based on Progress Monitoring chart).  In our example, the second intervention yielded a positive change in student performance.  Therefore, A-Team members would make the decision to continue the second intervention (Incremental Rehearsal). NOT  A referral to the Exceptional Children’s Department would NOT be considered at this time.  A-Team members date and sign form. Discussion and Decision Making

48. Summary of Intervention Outcomes and Team Decision 1st intervention (cover-copy-compare) resulted in little improvement – therefore discontinued; 2nd intervention (incremental rehearsal) resulted in moderate success – intervention will remain in place with continued progress monitoring of performance 1st intervention (cover-copy-compare) resulted in little improvement – therefore discontinued; 2nd intervention (incremental rehearsal) resulted in moderate success – intervention will remain in place with continued progress monitoring of performance X DATE SIGN

49. Now Your A-Team is U n s t o p p a b l e !

50. Concrete-Representational-Abstract  Instruction with hands-on representations.  Begins usually with objects.  Moves to semi-concrete representations with drawing or pictures.  Abstract presentations with integration of a mnemonic strategy such as STAR.  http://www.k8accesscenter.org/training_r esources/CRA_Instructional_Approach.asp http://www.k8accesscenter.org/training_r esources/CRA_Instructional_Approach.asp Research: rarely used past primary yet representational thinking often at fifth grade level.

51. Concrete-Representational Example

53. Metacognitive/Strategy Instruction as an Intervention  Mnemonics such as STAR Search the word problem Translate the word problem Answer the word problem Review the solution  Studies found that prior to instruction many students bypassed problem representation and start with problem solving.

54. Useful Links  http://www.interventioncentral.com/ http://www.interventioncentral.com/  http://www.k8accesscenter.org/  http://www.coedu.usf.edu/main/departme nts/sped/mathvids/index.html http://www.coedu.usf.edu/main/departme nts/sped/mathvids/index.html  http://mathforum.org/t2t/ http://mathforum.org/t2t/  http://www.unl.edu/csi/math.shtml http://www.unl.edu/csi/math.shtml  http://www.gosbr.net/ http://www.gosbr.net/